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PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS Technology use in higher education Technology is ubiquitous. Top-down push to increase access INSTRUCTOR IDP in Educational
IDP in Educational Technology, IIT Bombay 1
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INSTRUCTOR
PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
IDP in Educational Technology, IIT Bombay 2
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technology!!
benefits of technology, if used effectively
RESEARCH
PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
IDP in Educational Technology, IIT Bombay 3
Source: https://www.facilities.aicte-india.org/dashboard/pages/dashboardaicte.php
PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
n NMEICT (T10KT, AAQ, Spoken Tutorials,..), NPTEL,
PMMMNMTT, TEQIP
n National Institute of Technical Teachers Training &
Research (NITTTR), CEP, QIP
IDP in Educational Technology, IIT Bombay 4
PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
teachers
Centre) model
through A-VIEW and MOODLE
IDP in Educational Technology, IIT Bombay 5
PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
IDP in Educational Technology, IIT Bombay 6
PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
Model
n
1 face-to-face
n
3 blended-online
n
1 massive open online
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PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
IDP in Educational Technology, IIT Bombay 8
IDP in Educational Technology, IIT Bombay 9
PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
IDP in Educational Technology, IIT Bombay 10
PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
IDP in Educational Technology, IIT Bombay 11
PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
Barriers in effective technology integration Improving Teaching-Learning in Engg. Education Existing work on TPD: best practices & recommendation, Models
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Effectively integrating ICT tools is challenging because:
Choy, Wang, & Wu, 2009; Lim & Chai, 2008 ) 2nd Order barrier 3rd Order barrier 1st Order barrier
PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
education (Streveler et. al., 2012)
“scholarly teaching”
improvements
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PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
n
Constructivist use (Jung, 2005; Jonassen et. al., 2008), Need for collaboration (Tseng & Kuo, 2014)
n
Reflective Practice (Avalos, 2011; Gibbs, 1988; Schon, 1987), Communities of Practice (Wenger, 1998), Action Research (Rock & Levin,2002; Zeichner, 1987), TPACK (Mishra & Koehler, 2009)
n
Course Design Workshop at McGill University (Saroyan et. al., 2004), National Effective Teaching Institute – NETI (Brent & Felder, 2009), MarchET (Reinties
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PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
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PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
Barriers in effective technology integration Need for focusing on 2nd and 3rd
Improving Teaching-Learning in Engg. Education Aiming for scholarship of teaching- learning through constructive alignment and action research Existing work on TPD: best practices & recommendation, Models Use of constructivist practices and ensuring collaboration
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PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
Identifying problems within operating context
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PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
n
What is the perception of instructors, in Indian engineering education, towards active learning strategies?
n
How effective are the instructors in reflecting on their own technology integration practice?
IDP in Educational Technology, IIT Bombay 18
PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
Research Study 1
learning for teaching programming (2014, 7633 registered)
n
Quant (6 Ques Survey, Likert scale; N=3688)
n
Qual (Content analysis of open-ended question; N=1802)
Learning (AL) strategies; Need support in AL
Research Study 2
Methods in ET (2013, 5675 registered)
n
Quant (18 Ques Survey, Likert scale; N= 3688, Evaluation of participant submissions; N=1287)
n
Qual (Content Analysis of participant submissions; N=242)
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PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
participate
large-scale efforts
metric
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n
Design and development of a scalable model that will assist in implementation of TPD programmes for technology integration
n
Evaluate the effectiveness of training programmes developed from the model
n
Scaffolds for assisting in implementation
n
Promote higher persistence
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PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
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PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
n
Helps in designing learning environment
n
Experience as learner first, teacher next
n
Helps in designing training content
n
Immediate relevance of training content
n
Helps in sustaining training benefits
n
Promoting ownership of the change needed in practice
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PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
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PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
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PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
IMMERSIVITY PERTINENCY
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PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
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PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
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PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
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PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
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PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
Face-to-face Blended-online Massive Open Online
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PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
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PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
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PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
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n
What is the completion rate in the programme?
n
What is the persistence rate in the programme?
n
Does participants’ perceived competence in the use of technology, increase after the training programme?
n
Do the participants produce effective wiki integration plans during the training programme?
n
How has the participants’ learning from the ET4ET program transferred into actual practice?
n
How pertinent is the ET4ET2 programme?
n
How immersive is the ET4ET2 programme?
PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
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PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
rate of 15.6%
competence of wiki and screencasts.
affordances with the learning outcomes
pertinent
IDP in Educational Technology, IIT Bombay 39
PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
student level, At teacher level and At institution level
n
“I was able to engage the backbenchers with the activities and that was reflected in their exam results.”
n
In each class I am successful in grabbing the attention of every student in the class by making them to involve in one or the
n
We also conducted a training program for about 120 faculty members out of 350 in our College and shared the important topics of this workshop.
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PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
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Idea proposal Study Planning Study Implementation
PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
n
What changes were observed in the ownership of problem from trainer to the teacher over the course of training?
n
Content analysis of participant submissions and focus group discussions
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PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
and disseminate in peer reviewed international conferences (LaTiCE, ICCE; 2016)
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PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
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PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
n Completion rates similar to existing large-scale
programmes
n Best completion happening in final iteration
n High perception of relevance and application of
training
IDP in Educational Technology, IIT Bombay 46
PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
n
Improved display of aligning strategies with outcome
n
Changes at Teacher level, Student-level, and Institution level
n
High pertinence and immersivity indicator of sustainability
n
Classroom action research helps in transfer of ownership
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PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
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PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
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PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
interventions
Immersivity and Pertinency for assisting diffusion of practice
for various modes
planning classroom practice
as a thread for sustaining
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PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
lesson design, study plan
discussion forums
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PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
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PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
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PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
RESEARCH
implementation of technology integration training programs
Immersivity and Pertinency
learning in blended mode
PRACTICE
scaffolding practice
trainers
communities of practice
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PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
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PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
Warriem, J, Murthy, S., & Iyer, S. (2013). A model for active learning in synchronous remote classrooms: Evidence from a large-scale
18-22. Warriem, J, Murthy, S., & Iyer, S. (2013) Training in-service teachers to do action research in educational technology. In IEEE Fifth International Conference on Technology for Education (T4E 2013), Kharagpur, Dec. 18-20. Warriem, J, Murthy, S., & Iyer, S. (2013). A2I: A Model for Teacher Training in Constructive Alignment for Use of ICT in Engineering
Murthy, S., Iyer, S., & Warriem, J. (2015). ET4ET: A Large-Scale Faculty Professional Development Program on Effective Integration
Warriem, J, Murthy, S., & Iyer, S. (2015). Sustainability at Scale: Evidence from a Large Scale Teacher Professional Development
Warriem, J, Murthy, S., & Iyer, S. (2016). Shifting the focus from Learner Completion to Learner Perseverance: Evidences from a Teacher Professional Development MOOC. In Proceedings of 24th International Conference on Computers in Education (ICCE 2016), Mumbai, India. Murthy, S., Warriem, J., & Iyer, S. (2017). Technology Integration for Student-Centered Learning: A Model for Teacher Professional Development Programs. in Kong, S.C., Wong, T.L., Yang, M., Chow, C.F., Tse, K.H. (Eds.) Emerging Practices in Scholarship of Learning and Teaching in a Digital Era, 55-74.
n Separating Technology and Pedagogy n Faculty Mentor-Mentee
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Ramesh and Ms. Anita Diwakar, Dr. Gargi Banerjee
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PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
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¡ Training Computer Science instructors in student-centered practices
with Visualizations for Introductory Computer Science Programming
¡ Goal: Identify beliefs and practices towards active learning strategies ¡ 3688 instructors responding to survey on beliefs and practices towards
active learning at end of training
Training in Student-centered Practices
[Teach 10k Teachers (T10KT)] Blended Online Large-Scale Introductory CS content
Research Question
¡ What are instructors’ perceptions of usefulness and need
for support in active learning and ICT integration?
¡ What are instructors’ understandings about meaning of active
learning? Mixed-method Research: Quantitative and Qualitative Instruments: 6-question survey + Open-ended feedback Data Analysis: Frequency Analysis, Correlation, Content Analysis of
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¡ High perception of usefulness of active learning (88%) ¡ Significant correlation between perception of usefulness of ICT and
usefulness of active learning (ρ = 0.6573, p <0.05)
¡ 5 different categories of conceptions about understanding of active learning
– Category A (Mere use of ICT), Category B (Use of in-class assessment), Category C (Providing home assignments), Category D (Instructor directed interactions with students), Category E (Identical Conceptions as active learning)
¡ Instructors lack confidence in implementing active learning with ICT in their
ICT integration.
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¡ Training engg. college instructors in systematic reflection on
practice through “Research Methods in Educational Technology”
¡ Familiarize engineering college teachers with research methods
in performing classroom action research while integrating technology.
¡ Out of 3896 active teachers only 241 did all assignments
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Training in Action Research
[Teach 10k Teachers (T10KT)] Blended Online Large-Scale Research Methods in Educational Technology (RMET)
RQs
¡ What was the rate of participation in the workshop? ¡ What was the improvement in the participant’s knowledge of
research methods, both (a) measured and (b) perceived?
¡ How satisfied were the participants with the workshop? ¡ How do participants’ perceptions of the usefulness of active
learning strategies affect their overall satisfaction? Mixed-Method Research Instruments: Perception survey questionnaire with open-ended feedback, Idea and Study Planning Assignments
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Online Mode
(Z=-12.4969, r=0.566, p<0.001)
mode
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considered Low within the grading rubric
Presentation) and not involving students in meaningful activities in class
* Persistence Rate = (No of Completions / No of people who did at least 1 activity)
How can we improve the design and delivery of large-scale training programs to the in-service faculty in engineering
education within India to enable them in effectively integrating Information and Communication Technology (ICT) tools within
their teaching-learning context?
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¡ Challenges in Technology Selection
§ Majority of Indian engineering teachers primarily rely on
presentation tools in teacher-centric mode.
¡ Implication for training
§ Needs to consider challenges in introducing complex ICT tools
along with use of student-centered practices
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¡ Challenges for effective Teaching-Learning Practices
§ Teacher-centric Attitude § Alternate conception of active learning
¡ Implication for Training
§ Needs to bring in attitude shift towards learner-centeredness § Provide student experiences of active learning during training to
avoid alternate conceptions
70 How can we improve the design and delivery of large-scale training programs to the in-service faculty in engineering
education within India to enable them in effectively integrating Information and Communication Technology (ICT) tools within
their teaching-learning context?
¡ Challenges for training practices § Lack of Constructive Alignment § Support during training § Participation and persistence in Large-Scale Training ¡ Implication for Training § Knowledge and Skill of Constructive Alignment § Need for Scaffolds during design § Adapting pedagogies for scaling up
¡ In terms of design § To train the engineering educators in research-based student-centered
practices while integrating technology.
§ To design scaffolds for these student-centered strategies that will assist
participants during training as well as implementation in their classrooms
§ To train teachers in action research of teaching-learning practices in the use of
technology tools to ensure sustainability
¡ In terms of implementation § Adaptable in multiple instructional modes, viz. face-to-face, Blended Online
Mode, Online Mode, etc. to achieve scalability.
§ Promote higher persistence rates
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PHASES IN A2I2 MODEL
FOCUS Introduction to LO, IS, AS FORMAT (Type of T-L Interaction) Majority are Instructor-driven (Explanation, Summary etc.) Role of Participant Student Mode (Try to ensure activeness) OUTPUT Participant creates LO for own course Participant identifies possible IS and AS for own course
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PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
FOCUS Pairwise Alignment Type of T-L Interaction Majority are Participant-driven individual (Presentation, Practice etc.) Role of Participant Teacher Mode OUTPUT Participant creates IS aligned to LO for own course Participant creates AS aligned to LO for own course
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PHASES IN A2I2 MODEL
PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
FOCUS Integration of LO-IS-AS Type of T-L Interaction Majority are Participant-driven collaborative (Think-Pair-Share, Groupwork etc.) Role of Participant Shuttles between Teacher and Student Mode OUTPUT Participant creates IS aligned to Lesson plan for own course
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PHASES IN A2I2 MODEL
PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
FOCUS Evaluation of Own practice Type of T-L Interaction Majority are Participant-driven collaborative (Think-Pair-Share, Groupwork etc.) Role of Participant Shuttles between Teacher and Evaluator Mode OUTPUT Participant generates an idea to evaluate within their own practice.
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PHASES IN A2I2 MODEL
PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
n Pedagogic adaptation while scaling n Increasing collaboration in discussion forum
n A2I2 Model n Existing workshop design and resources n Avenues for developing communities of practice
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PROBLEM LITERATURE EXPLORATION A2I2 MODEL DBIR ITERATIONS DISCUSSION CONTRIBUTION MISCELLANEOUS
n Scaffolds for student-centered practices n Participation in A2I2 based workshop helps in
developing communities of practice
n Immersivity principle to design and disseminate
technology
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